Introduction to Leadership - Concepts and Practice; Sweet Caroline’s

Introduction to Leadership: Concepts and Practice
ISBN: 9781506378350
By: Peter G. Northouse.

6.1 Sweet Caroline’s.

Here is a copy of Sweet Caroline case load

Application6.1 Case Study: Sweet Caroline’s
It started with cupcakes. As a teacher at Oak Park Elementary, Caroline would often make cupcakes for the school’s teachers and staff.

Everyone raved about her baking expertise, and a colleague asked Caroline to make cupcakes for her son’s birthday party.

The treats were such a hit that many of the parents at the party asked Caroline for her phone number, and she quickly found herself baking for multiple parties a week.

After a year of baking for private parties, an opportunity arose for Caroline to take her business to the next level.

After a local coffee shop went out of business, Caroline signed a contract for its space and opened Sweet Caroline’s, a bakery featuring her cupcakes, muffins, Danish, and other baked goods.Starting small with birthday parties and graduations and growing to wedding receptions and banquets, Sweet Caroline’s quickly became the most sought-after caterer in the city.

As the demand for catering cupcakes and cakes outside of regular business hours grew, Caroline expanded her staff and the services they offered.

In just five years, Sweet Caroline’s morphed from a small bakery into a full-service restaurant and catering company.Although Caroline had no plans of ever going into business, Sweet Caroline’s has been very successful.

Caroline is very personable and genuine, which has been instrumental in creating a large and loyal customer base. Furthermore, Caroline’s intuitive sense for how to tailor her services to fit the needs of the community has fueled the company’s growth.

Despite her success, however, Caroline has struggled with certain aspects of running Sweet Caroline’s.Now five years after Sweet Caroline’s opened, it has become a highly complex operation to keep organized.

Caroline’s staff has grown to 40 employees, some who work in the bakery, some in the restaurant, and some in both places. There are five drivers who deliver cupcakes, cakes, and other catered goods to private parties and businesses six days a week.

In addition, Caroline runs weekly ads in the local media, on the radio, and on the Web. Her 22-year-old daughter manages the company’s Facebook page and Twitter account, which boasts more than 3,000 followers.

Caroline is a skilled baker, but she is finding that the demands of her growing business and client base are creating challenges that are out of her area of expertise.

Many of these fall into the administrative area where she hasn’t the patience or knowledge to deal with detail-oriented aspects of managing her business.

For example, Dale, Sweet Caroline’s delivery driver, is often frustrated because the company does not have a system for how orders are to be delivered throughout the city.

Dale worked for another company that had a “zone system” so that each driver delivered all orders in one specific area on a given day. In addition, Caroline has opted not to use computers at her company, so all delivery orders are written by hand and then rewritten on clipboards for the drivers when the order is ready.

There are often mistakes including duplicate deliveries or a delivery that gets missed completely.Caroline also struggles with scheduling. Employees’ work schedules are developed the weekend before the start of a workweek so that employees often are unaware of their upcoming shifts.

As a result, Sweet Caroline’s is constantly understaffed. The food and baked goods are so good that patrons rarely complain about the wait, but staff members get frustrated with the lack of notice regarding their schedules, the lack of staffing, and the stresses these issues cause.

When it comes to catering events, there is often chaos as Caroline chooses to work on food preparation, while leaving staff members, who are not trained to do so, to plan the events, manage client concerns and issues, and execute the event.

While the quality of the food is consistently superb, clients are often surprised by the disorganized style of the catering staff. The staff feels it, too; many have commented that they feel like they are “running blind” when it comes to the events because Caroline gives very little direction and is often not around to help when issues arise.

Caroline, however, has a good working rapport with her staff, and they acknowledge that Sweet Caroline’s can be a fun place to work. For her part, Caroline knows that working in a bakery can be difficult and demanding, and she consistently praises the efforts and dedication of her staff members.

Caroline is also very good about pitching in and working with staff on the production of cupcakes, cakes, and food items, working side-by-side with them on big orders, while providing them with positive encouragement.

Caroline truly enjoys the novelty of being a business owner and handles all the accounting and payroll duties for the company.

Unfortunately, this aspect of the job is becoming more demanding, and Caroline spends an increasing amount of time on these duties, leaving more and more of the day-to-day operations and catering to her staff.

Caroline has been approached about opening a second Sweet Caroline’s in a neighboring town, and while she would like to build on her success, she already feels overwhelmed at times by her current operation and is not sure she can take on more. But she also knows the opportunity to expand won’t last forever.

Based on the Model of Primary Leadership Skills (Figure 6.1), how would you describe Caroline’s skills? In what skills is she strongest, and in what skills is she weakest?

Sweet Caroline’s bakery and restaurant seemed to emerge out of nowhere. What role did Caroline play in this? Do you think Caroline could improve her business with more strategic planning?

Have you ever worked at a place that was very successful but felt quite chaotic and disorganized? How did you handle it?

If you were a consultant to Caroline, would you recommend she open a second location? If so, what three specific skills would you have Caroline develop in order to help manage her business better?

6.2 Leadership Skills Questionnaire
To identify your leadership skills
To provide a profile of your leadership skills showing your strengths and weaknesses
Place yourself in the role of a leader when responding to this questionnaire.

For each of the statements below, circle the number that indicates the degree to which you feel the statement is true.
Table 19
Sum the responses on items 1, 4, 7, 10, 13, and 16 (administrative skill score).
Sum the responses on items 2, 5, 8, 11, 14, and 17 (interpersonal skill score).
Sum the responses on items 3, 6, 9, 12, 15, and 18 (conceptual skill score).
Total Scores
Administrative skill: ___________________
Interpersonal skill: ____________________
Conceptual skill: _____________________
Scoring Interpretation

The Leadership Skills Questionnaire is designed to measure three broad types of leadership skills: administrative, interpersonal, and conceptual. By comparing your scores, you can determine where you have leadership strengths and where you have leadership weaknesses.If your score is 26–30, you are in the very high range.

If your score is 21–25, you are in the high range.
If your score is 16–20, you are in the moderate range.
If your score is 11–15, you are in the low range.
If your score is 6–10, you are in the very low range.
Improve Your Leadership Skills

If you have the interactive eBook version of this text, log in to access the interactive leadership assessment. After completing this chapter’s questionnaire, you will receive individualized feedback and practical suggestions for further strengthening your leadership based on your responses in this questionnaire.6.3 Observational Exercise

Leadership Skills
To develop an understanding of different types of leadership skills
To examine how leadership skills affect a leader’s performance

Your task in this exercise is to observe a leader and evaluate that person’s leadership skills. This leader can be a supervisor, a manager, a coach, a teacher, a fraternity or sorority officer, or anyone who has a position that involves leadership.

For each of the groups of skills listed below, write what you observed about this leader.
Name of leader: ________________Table 20
Table 21
Table 22

Based on your observations, what were the leader’s strengths and weaknesses?
In what setting did this leadership example occur? Did the setting influence the kind of skills that the leader used? Discuss.

If you were coaching this leader, what specific things would you tell this leader about how he or she could improve leadership skills? Discuss.
In another situation, do you think this leader would exhibit the same strengths and weaknesses?

6.4 Reflection and Action Worksheet
Leadership Skills
Based on what you know about yourself and the scores you received on the Leadership Skills Questionnaire in the three areas (administrative, interpersonal, and conceptual), how would you describe your leadership skills?

Which specific skills are your strongest, and which are your weakest? What impact do you think your leadership skills could have on your role as a leader?

This chapter suggests that emotional intelligence is an interpersonal leadership skill. Discuss whether you agree or disagree with this assumption. As you think about your own leadership, how do your emotions help or hinder your role as a leader?

This chapter divides leadership into three kinds of skills (administrative, interpersonal, and conceptual). Do you think some of these skills are more important than others in some kinds of situations? Do you think lower levels of leadership (e.g., supervisor) require the same skills as upper levels of leadership (e.g., CEO)?

One unique aspect of leadership skills is that they can be practiced. List and briefly describe three things you could do to improve your administrative skills.
Leaders need to be socially perceptive. As you assess yourself in this area, identify two specific actions that would help you become more perceptive of other people and their viewpoints.

What kind of problem solver are you? Are you slow or quick to address problem situations? Overall, what two things could you change about yourself to be a more effective problem solver?

Image 6
Visit edge.sagepub.com/northouseintro4e for a downloadable version of this questionnaire.References
Bass, B. M. (1990). Bass & Stogdill’s handbook of leadership: Theory, research, and managerial applications (3rd ed.). New York, NY: Free Press.Blake, R. R., & McCanse, A. A. (1991). Leadership dilemmas: Grid solutions. Houston, TX: Gulf.Boal, K. B., & Hooijberg, R. (2000). Strategic leadership research: Moving on. Leadership Quarterly, 11(4), 515–549.Caruso, D. R., & Wolfe, C. J. (2004). Emotional intelligence and leadership development. In D. V. Day, S. J. Zaccaro, & S. M. Halpin (Eds.), Leader development for transforming organizations: Growing leaders for tomorrow (pp. 237–266). Mahwah, NJ: Erlbaum.Goleman, D. (1995). Emotional intelligence. New York, NY: Bantam Books.Haverbeck, M. J. (2007, December 19). The making of Coquese Washington: The Lady Lions’ new coach goes from humble beginnings in Flint, Mich., to Happy Valley. BlueWhite Illustrated. Retrieved June 7, 2013, from http://www.personal.psu.edu/mjh11/CoqueseWashington.htmlKatz, R. L. (1955). Skills of an effective administrator. Harvard Business Review, 33(1), 33–42.Lord, R. G., & Hall, R. J. (2005). Identity, deep structure and the development of leadership skill. Leadership Quarterly, 16(4), 591–615.Mann, F. C. (1965). Toward an understanding of the leadership role in formal organization. In R. Dubin, G. C. Homans, F. C. Mann, & D. C. Miller (Eds.), Leadership and productivity (pp. 68–103). San Francisco, CA: Chandler.Mayer, J. D., & Salovey, P. (1995). Emotional intelligence and the construction and regulation of feelings. Applied and Preventive Psychology, 4(3), 197–208.Mayer, J. D., Salovey, P., & Caruso, D. R. (2000). Models of emotional intelligence. In R. J. Sternberg (Ed.), Handbook of intelligence (pp. 396–420). Cambridge, MA: Cambridge University Press.McKenna, K. (2013, March 1). Women’s basketball: Coquese Washington transforms program with leadership. The Daily Collegian. Retrieved June 7, 2013, from http://collegian.psu.edu/archive/2013/03/01/WE_ARE_Coquese_Washington.aspxMiller, C. C. (2010, October 10). Why Twitter’s C.E.O. demoted himself. The New York Times, p. BU1.Mumford, M. D., Zaccaro, S. J., Connelly, M. S., & Marks, M. A. (2000). Leadership skills: Conclusions and future directions. Leadership Quarterly, 11(1), 155–170.Mumford, T. V., Campion, M. A., & Morgeson, F. P. (2007). The leadership skills strataplex: Leadership skill requirements across organizational levels. Leadership Quarterly, 18(2), 154–166.Nilsen, D. (2009, November 13). Flint Hall inductee Coquese Washington followed folks’ advice to explore, excel. Flint Journal. Retrieved June 7, 2013, from http://www.mlive.com/sports/flint/index.ssf/2009/11/flint_hall_inductee_coquese_wa.html#Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9(3), 185–221.Yammarino, F. J. (2000). Leadership skills: Introduction and overview. Leadership Quarterly, 11(1), 5–9.Zaccaro, S. J., Gilbert, J., Thor, K. K., & Mumford, M. D. (1991). Leadership and social intelligence: Linking social perceptiveness and behavioral flexibility to leader effectiveness. Leadership Quarterly, 2(4), 317–331Writer you can find all the additional resource on youtube.
Learning Resources
Chapter 1
 Additional Videos and Articles
“Core Leadership Theories,” opens in a new window Brighton School of Business and Management. (3:22 mins)
“The Dark Side of Leadership,” opens in a new window Warwick Business School. (2:40 mins)
“Indra Nooyi: Truths from the top,” opens in a new window Women in the World. (22:23 mins)
“John Wooden: The difference between winning and succeeding,” opens in a new window TED (17:36 mins)John Wooden's website: Pyramid of Success opens in a new window.

This is the first of three Case Studies in this class. Case studies require you to apply the course materials and promote critical thinking skills. After reading the case study, set forth an introductory background of the case in 1-2 paragraphs.

Following your introduction set forth each question in the case study, followed by your answer following each question. Your response should thoroughly answer each question, justify your response and provide support whenever possible.

Your response should be a narrative answer rather than a bulleted answer. This does not need to be a long paper, although each subsection should be 1-3 paragraphs each. Each section of the case study should be labeled and singled spaced.

If your response includes extraneous materials besides the textbook, you should cite it by posting a link or citation in APA, MLA or Chicago style.

Introduction to Leadership - Concepts and Practice; Sweet Caroline’s

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